The Effects of the Socio-Culturalism Formed by Digitalization in Education on Teachers’ Roles

The aim of this research is to examine the effects digitalization has had on education/training activities and teachers’ roles. the research has been carried out in two high schools with high-academic achievement and in two other high schools with low-academic achievement within the framework of the qualitative research approach using an ethnographic design. the participants consist of 40 students and eight teachers. the data have been obtained from observations, unstructured as well as semi-structured interviews, and the literature. the data have been analyzed using inductive content analysis. according to the research findings, digitalization creates a mixed order of education, and learning theories are insufficient for explaining the positions of the learner and instructor in this educational order. in addition, this study shows digitalization to have changed traditional teachers’ roles toward being facilitators by standardizing educational knowledge. as a result, when considering the socio-culturalism of the educational environment, the physical presence of the agents of the education-training activity can be said to create a resistance toward pure digitalism. for this reason, educational thought should be developed according to the new requirements of mixed education, and teachers’ educator roles and how they teach should be redefined.